Quantitative EEG in children with learning disabilities: analysis of band power

Fonseca, Lineu Corrêa; Tedrus, Glória Maria Almeida Souza; Chiodi, Marcelo Gulini; Cerqueira, Jaciara Näf; Tonelotto, Josiane M. F.

doi:10.1590/s0004-282x2006000300005

Cited by 47 publications

(42 citation statements)

References 18 publications

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“…In numerous studies, the resting state electroencephalogram (EEG) with eyes closed has been recorded in subjects with learning disorders with the objective of observing an electroencephalographic pattern that discriminates between this group and subjects with good academic performance [4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19]. Although there is no consensus yet about what characterizes the EEG of learning disabled children, the most commonly reported pattern is an excess of slow activity, mainly in the theta frequency range [4,8,9,10,13,15,16,18,20], and an alpha activity deficit [6,7,8,10,11,15,16] when compared to typical children.…”

Section: Introductionmentioning

confidence: 99%

“…Although there is no consensus yet about what characterizes the EEG of learning disabled children, the most commonly reported pattern is an excess of slow activity, mainly in the theta frequency range [4,8,9,10,13,15,16,18,20], and an alpha activity deficit [6,7,8,10,11,15,16] when compared to typical children. Few of these studies included subjects with disability in more than one academic skill [4,7,10,16,19,20].…”

Section: Introductionmentioning

confidence: 99%

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Electroencephalographic characterization of subgroups of children with learning disorders

et al. 2017

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Electroencephalographic alterations have been reported in subjects with learning disorders, but there is no consensus on what characterizes their electroencephalogram findings. Our objective was to determine if there were subgroups within a group of scholars with not otherwise specified learning disorders and if they had specific electroencephalographic patterns. Eighty-five subjects (31 female, 8–11 years) who scored low in at least two subscales -reading, writing and arithmetic- of the Infant Neuropsychological Evaluation were included. Electroencephalograms were recorded in 19 leads during rest with eyes closed; absolute power was obtained every 0.39 Hz. Three subgroups were formed according to children’s performance: Group 1 (G1, higher scores than Group 2 in reading speed and reading and writing accuracy), Group 2 (G2, better performance than G1 in composition) and Group 3 (G3, lower scores than Groups 1 and 2 in the three subscales). G3 had higher absolute power in frequencies in the delta and theta range at left frontotemporal sites than G1 and G2. G2 had higher absolute power within alpha frequencies than G3 and G1 at the left occipital site. G3 had higher absolute power in frequencies in the beta range than G1 in parietotemporal areas and than G2 in left frontopolar and temporal sites. G1 had higher absolute power within beta frequencies than G2 in the left frontopolar site. G3 had lower gamma absolute power values than the other groups in the left hemisphere, and gamma activity was higher in G1 than in G2 in frontopolar and temporal areas. This group of children with learning disorders is very heterogeneous. Three subgroups were found with different cognitive profiles, as well as a different electroencephalographic pattern. It is important to consider these differences when planning interventions for children with learning disorders.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Electroencephalographic characterization of subgroups of children with learning disorders

et al. 2017

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“…The EEG of LD children is characterized by slower activity, principally in the theta range, and less alpha activity than normal children of the same age (Chabot et al 2001;Fernández et al 2002;Fonseca et al 2006;Gasser et al 2003;Harmony et al 1990;John et al 1983); therefore, an adequate NFB protocol could be to reward reduction of the theta/alpha ratio in the region with the highest ratio.…”

Section: Introductionmentioning

confidence: 99%

Neurofeedback in Learning Disabled Children: Visual versus Auditory Reinforcement

Fernández

Bosch-Bayard

Harmony

et al. 2015

Appl Psychophysiol Biofeedback

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Children with learning disabilities (LD) frequently have an EEG characterized by an excess of theta and a deficit of alpha activities. NFB using an auditory stimulus as reinforcer has proven to be a useful tool to treat LD children by positively reinforcing decreases of the theta/alpha ratio. The aim of the present study was to optimize the NFB procedure by comparing the efficacy of visual (with eyes open) versus auditory (with eyes closed) reinforcers. Twenty LD children with an abnormally high theta/alpha ratio were randomly assigned to the Auditory or the Visual group, where a 500 Hz tone or a visual stimulus (a white square), respectively, was used as a positive reinforcer when the value of the theta/alpha ratio was reduced. Both groups had signs consistent with EEG maturation, but only the Auditory Group showed behavioral/cognitive improvements. In conclusion, the auditory reinforcer was more efficacious in reducing the theta/alpha ratio, and it improved the cognitive abilities more than the visual reinforcer.

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“…To overcome the methodological bias described above, such studies should be of adequate length and provide exhaustive and careful analysis of potential confounding factors (such as maternal IQ, instruction, and stability of mental conditions during the first years of child's life). Moreover, because the instruments most frequently used in neurodevelopmental studies are characterized by intrinsic limitations (such as low sensitivity and poor predictive validity for identifying lesser functioning infants [92] ), future researches should investigate selective, reproducible electrophysiological, or neuroradiological changes detectable through use of quantitative [99] or CSD (Current Source Density) electroencephalograms, [100] and MRS (Magnetic Resonance Spectroscopy), [101] which may provide objective proof of developmental delay. [92] …”

Section: Discussionmentioning

confidence: 99%

Neurodevelopmental effects of prenatal exposure to psychotropic medications

Gentile¹

2010

Depress. Anxiety

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Until now, studies on the reproductive safety of psychotropics have typically assessed the risk of congenital malformations and perinatal complications associated with in utero exposure to such medications. However, little is known of their inherent potential neurobehavioral teratogenicity. The objective is to analyze available data from studies investigating developmental outcome of children exposed prenatally to psychotropics. A computerized Medline/PubMed/TOXNET/ENBASE search (1960-2010) was conducted using the following keywords: pregnancy, child/infant development/neurodevelopment, antidepressants, benzodiazepines, mood stabilizers, and antipsychotics. A separate search was also run to complete the safety profile of single specific medications. Resultant articles were cross-referenced for other relevant articles not identified in the initial search. A noncomputerized review of pertinent journals and textbooks was also performed. All studies published in English and reporting primary data on the developmental outcome of infants exposed in utero to psychotropics and born without malformations were collected. As regards antiepileptic drugs, only studies that provided data on specific medications approved for psychiatric practice use (carbamazepine, lamotrigine, and valproate) were considered. Data were extracted from 41 articles (38 identified electronically and 3 nonelectronically), which met the inclusion criteria. Despite reviewed studies showing relevant methodological limitations, concordant, albeit preliminary, information seems to exclude that prenatal exposure to both selective serotonin reuptake inhibitors and tricyclic antidepressants may interfere with the infants' psychological and cognitive development. Conversely, information on valproate strongly discourages its use in pregnant women. Moreover, although data on carbamazepine remain controversial, information on whole classes of drugs and single medications is either absent (second-generation antipsychotics) or too limited (first-generation antipsychotics, benzodiazepines, lithium, and lamotrigine) to inform the decision-making process. For all classes of psychotropics, new and/or further studies are warranted to answer definitively the urgent question about the impact of prenatal exposure to such medications on infant development.

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Quantitative EEG in children with learning disabilities: analysis of band power

Cited by 47 publications

References 18 publications

Electroencephalographic characterization of subgroups of children with learning disorders

Electroencephalographic characterization of subgroups of children with learning disorders

Neurofeedback in Learning Disabled Children: Visual versus Auditory Reinforcement

Neurodevelopmental effects of prenatal exposure to psychotropic medications

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